Comparison Matrix Analysis
Comparison Matrix Paper
When embarking on a doctoral journey, it is important to keep an open mind and realize that the journey will lead to a whole self-transformation. During each step of the doctoral process, students will learn, grow, and change. Their ideas will be reformed as they develop into critical and analytic thinkers in their new scholarly environments. Throughout the journey, there are many contributing factors which lead to scholarly transformation, some of which may include sociocultural experiences and perceptions, developmental networks, and explanations of academic norms. Taking a deeper look at each of these elements within a doctoral environment can lead to a better understanding of how individual experiences and visions
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Weidman and Stein (2003) looked primarily at the socialization of doctoral students, their peers and their faculty in their article “Socialization of Doctoral Students to Academic Norms.” Such social and educational atmospheres were compared, and it was addressed how these atmospheres contribute to the expected academic outcomes among the doctoral learners. In the article, “Developmental Networks and Learning: Toward an Interdisciplinary Perspective on Identity Development during Doctoral Study,” Baker and Lattuca (2010) looked at developmental networks and how they contribute to the learning process and identity growth of doctoral learners. Their article looked heavily upon such networks and sociocultural perceptions as they contribute to individual professional growth. Lastly, Visser, Visser, and Schlosser (2003) discussed the development of effective critical thinking skills through district education in their article “Critical Thinking Distance Education and Traditional Education.”. The article sought to confirm whether or not scholarly thinking skills could be developed appropriately through isolation, or whether educational discovery-oriented learning environments better fit the needs of doctoral students. The learning outcomes of each environment were reflected …show more content…
Such interactions lead to greater socialization and expansion of thoughts and ideas within topics, which in turn creates more critical thinking among students. By looking into different socialization activities and opportunities to determine which practices and strategies will benefit doctoral learners the most will be important in the implementation of future, effective doctoral
Louisiana University Student Research Paper
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Compare And Contrast Matrix And Metropolis
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Summary Of Disrupting Ourselves By Randall Bass
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Graff Hidden Intellectualism
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972 Words | 4 PagesIn my experience, what Martin Luther King Jr. calls “thinking intensively and critically” is very different from what my high school teachers called “critical thinking”, most especially by the way Dr. King links intelligence and learning to the development of character, that is, growth as a person. Too often in my past, teachers mentioned critical thinking only as a mental activity of seeing through stereotypes, evaluating both sides of issues and understanding and accepting differences. As worthwhile as these are, I have found that high level thinking without having a more enlightened character is simply inadequate. That was a recent, very positive experience with two very nice people of different faiths. As much as we had been taught in class about prejudice, the recent terrorists attacks across the world bred a good deal of ill-will in
Benefits Of Dialogic Teaching
1050 Words | 5 PagesThis interaction encourages students to think. It is very beneficial if the students interact between them in a large number since everyone has their own experienced, opinion, ways of thinking and so forth. In computing,
Argumentative Essay On Collaborative Learning
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Is Classroom Learning Better Than Online Learning
951 Words | 4 PagesHence, the ability to have an interaction between students to faculty, lecturer, and some association that appeared on campus might not be used as properly and considerately. Moreover, lack of interaction, can make student more anxiety to interact in front of people. Because they do not have the opportunity that regular class has such as to have a discussion each other, presenting their work in front of class, expressing opinion and ideas and asking the question. Indirectly it also resulted on having less confidence and lack of curiosity. (Ni, A. Y,
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